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The Development of Active Learning Approach on Mathematics Subject Integrated withCharacter Education in Junior High School

Tedy Machmud

Department of Mathematics EducationFaculty of Mathematics and Natural Science

State University of Gorontalo (UNG)

ABSTRACT: The objectives are: (1) comprehensively examining theories which are used to develop active learning approachintegrated with character education by following its research model phases and development; (2) comprehensively examiningof whether or not the learning toolsis suited to active learning approach integrated with character education.The research isconducted through learningtoolss development stages. Learning tools development process uses 4-D model modification; it isbased on Thagarajan Semmel & Semmel which is consisted of defining, designing, developing, and disseminating.Findingsobtain:(1) Contextual learning tools is able to bring out character values, (2) Character values particularly in social environmentis able to be obtained through cooperative learning tools.

KEYWORDS: Active Learning Approach, Mathematics Learning, Character Education.

1. INTRODUCTION

Character education is an integral part that needs to be concerned on educational process particularly on mathematicssubject. On Kebijakan Nasional Pembangunan Karakter Bangsa 2010-2025, it is formulated that character education is ideallyimplemented through four pillars called the teaching-learning process activities, daily activities in the form of culturaldevelopment of educational unit, co-curricular activities and/or extracurricular, along with daily activities at home andcommunity. Character education on teaching-learning activities can be con

In order to strengthen character education implementation on education unit, the Ministry of education has d efined 18values of cultural education and nation character which are sourced from religion, Pancasila, culture, national educationobjective, namely: (1) religious, (2) honest, (3) tolerant, (4) discipline, (5) hard work, (6) creative, (7) independent, (8 )democratic, (9) curious, (10) national spirit, (11) love the country, (12) appreciate the achievement, (13)friendly/communicative, (14) love peace, (15) interest in reading, (16) environmental care, (17) social care, (18) responsibi lity.Every education unit is able to decide which character value will be highlighted and suited to characteristics of school/ class,province, or subjects.

The integration of character education on mathematics subject could be implemented by designing active learningapproach activities which is explicitly and implicitly able to shape certain character value. This approach is chosen due to embedthe character in which the students have to actively play roles in the learning process.If it associated with curriculum 2013, active learning approach is a learning design: (1) the learning process on student-centered; (2) interactive learning process (teacher-students-environment-sources/other media); (3) multimedia tools-basedlearning process; (4) team work-based learning process,process [2].

Referring to the criteria above, this research identified two active learning approaches called (1) Contextual TeachingLearning (CTL); and (2) Cooperative Learning.

Contextual learning presents character values. Contextual learning characteristic is a constructivism learning conceptwhich is started by presenting daily problems at school or home, processing asking questions, finding, learning community,modeling, and doing authentic reflection and assessment [3]. This contextual problem is expected to encourage the studentsto construct their knowledge and comprehension.

Contextual learning is a learning concept functioning the teacher as a planner and learning implementer to composematerials (content) and connect it with understandable circumstances. The teacher has to relate the materials taught with

The character values particularly on social environment is gained through cooperative learning design. The cooperativelearning is based on social constructivism concept. This learning model emphasizes on students grouping on small groups towork in a team for solving problems, accomplishing assignments or making things to reach the goals [5]. Cooperative learning

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argued that this model excel in assisting students to figure out difficult concept; (2) accepting individual differences.Cooperative learning is adapted to wider acceptance circumstance towards different people according to race, culture, socialclass, ability and inability; (3) developing social skill. The cooperative learning model aims at teaching the students aboutteamwork and collaboration skills [6].

Based on topic/content/material aspects of mathematics at middle schools or the three aspects of active learningapproach, it can be identified somecharacter values which are explicitly and implicitly able to be built, developed and formedon mathematics learning session, they are called: conscientious, creative, never give up, curious, independent, confidence,tolerance, responsibility, appreciate achievement, communicative, open-minded, collaborate to learn each other, take andgive, respect, discipline, hard work, think logically, critical, honest, consensus, independent, consistent, universality,obedience, objectivity, accuracy, truth, focus on objectives, viable, able to make quick and accurate decision, and do self -reflection [1], [7], [8].

Therefore, it is clear that mathematics could facilitate character values development and formation for contributing thenational character develfrom topics/ materials of mathematics subject that would be taught, choosing appropriate learning approach to develop andform the values, creating role model in implementing the values and later to be evaluated.

In implementing the strategy on mathematics subject, it needs conceptual and empirical review through a research fordeveloping a learning model with active learning approach integrated with character education. The developed learning model

turant effects.This research is tend to design and develop the learning tools model with active learning approach integrated with

character education, those are: (1) comprehensively examining theories used to develop active learning approach modelintegrated with character education through following the research model phases and its development; (2) comprehensivelyassess of whether or not the developed learning tools is appropriate to active learning approach model which is integratedwith character education.

2. THE RESEARCH METHOD

The development model which is used to develop the learning tools is Four-D model [9]. This model has been chosen formore systematic and suitable to develop the learning tools, yet the researcher modified the 4-D model. The modelsimplification is from the four steps to three steps, they are defining, designing, and developing. Disseminati ng step has notbeen applied due to the research objective which is to develop the learning tools thus it can gain better learning toolsgenerating on developing step.

3. FINDINGS AND DISCUSSION

A. Description of Defining Stage1) Front-End AnalysisObservation and interview results show that the learning process is on conventional pattern in which it is dominated by

the teachers. On this learning process, the teacher explains the concept of math, gives examples, and asks the students dosome exercises. Thus, the students tend to be passive and it does not give any chances to construct their own knowledge.

ery in mathematics is still low,forget.

One of the learning alternatives is to activate students through active learning approach.In implementing active learning approach, it needs suitable learning tools. Its reason, the learning tools at school is

currently not available, thus it is necessarily developed suitable learning tools to support the learning process.2)This analysis found some as the following:

g are in the part ofGorontalo District.The age of students in SMP Negeri 1 Limboto is around 11-development, Piaget stated that these students have already been at formal operational stage.

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Based on students knowledge background, the sub matter subject like TeoremaPhytagoras, coordinate system, andstatistic learned by the students at class VIII SMP Negeri 1 Limboto are not the new lesson since this sub subject hasbeen taught at the elementary sch

3) Material AnalysisThis analysis aims at identifying the subject matter parts that would be learned on Teorema Phytagoras, coordinate system,

and statistic at class VIII SMP referring to curriculum 2013.4) Task AnalysisThis analysis covers general and specific tasks. The general task refers to major competence and basic competence in

curriculum 2013. The specific task refers to the modification of students learning achievement indicators.5) Specification of Learning ObjectiveThe specification of learning objective is done by elaborating basic competence into accomplishment of specific learning

achievement which is based on material analysis and task analysis.

B. Description of Designing Stage

1) Media Selection ResultThe learning media for implementing active learning approach is suited with material analysis, task analysis, specification

of learning objective and the facilities in SMP Negeri 1 Limboto. Based on the analysis, media is chosen on active learning forthose materials which comprised to board, marker, LCD, laptop, computer laboratory.

2) Format Selection ResultThe format selection for learning tools is suited with principal, characteristic, and cooperative learning and cont extual

ask, andlearning achievement test are created in color expecting it would attract and encourage them to study.

3) Initial Designing Result,

learning achievement test in which these are for each material of statistics, Teorema Pythagoras, and coordinate sys tem. Allresult on designing stage is called Draft I.

C. Description of Development Stage Result

1) Expert Validation ResultValidating expert is focused on format, matter, illustration, and language that cover all developed learning tools. Expert

validation result is such correction, critical, and suggestion which is done as basic to revise and polish up the learning tools. Therevision result of learning tools based on validators is called Draft II. The three validators give good and very good assessment.The three validators deduce that lesson plan can be used with little revision.

2)

LKPD give good and very good assessment. The three validators deduce that LKPD can be used with little revision. Therefore,

3)The assessment done by validators for LKPD covers: format, language, illustration, and matter. Validators give good and

uggestion.4) Readability TestBefore conducting the experiment, first of all readability test is conducted towards the Draft II on 6 students in SMP Negeri

1 Limboto. These students are not taken from the experiment classes. All the results on these readibil ity tests are called draftIII. The input gain from readability test is the incorrect words ofLKPD. Revision is done to rectify the LKPD in order to make thestudents easier interpreting problems or tasks given and resolving them.

5) Learning Tools TestThe test aims at improving the learning tools, before it is used at experiment class. The test is conducted on six meetings

in accordance with the lesson plan. The test is also followed by 2 observers where each of themis in charge on observing

neralobserver who generally observes the learning process. The experiment data gained areanalyzed and the result is used asconsideration to revise the Draft III for better and qualified tools.

minimal good category. Meanwhile, students activities analysis observed on each lesson plan are on t olerance limit of idealtime criteria.

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4. CONCLUSION AND SUGGESTION

A. Conclusion1. Based on topic/content/material aspects of mathematics at middle schools or the three aspects of active learning

approach, it can be identified some character values which are explicitly and implicitly able to be built, developed andformed on mathematics learning session, they are called: conscientious, creative, never give up, curious, independent,confidence, tolerance, responsibility, appreciate achievement, communicative, open-minded, collaborate to learneach other, take and give, respect, discipline, hard work, think logically, critical, honest, consensus, independent,consistent, universality, obedience, objectivity, accuracy, truth, focus on objectives, viable, able to make quick andaccurate decision, and do self-reflection.

2. The integration of character education into mathematics learning process is conducted by designing the learningactivities through active learning approach which explicitly and implicitlyform the character values.

3. The contextual learning tools that have been arranged can present character values.4. Particular character values in social can be gained through cooperative learning tools design

B.Suggestion1. Active learning approach integrated with character education needs to be implemented on mathematics subject in

2. Further research is needed to examine the arranged learning tools efficacy particularly when it rcharacteristic, different social circumstances and different mathematics topics.

REFERENCES

[1] Puskur Balitbang Kemendiknas. Pengembangan Pendidikan Budaya dan Karakter Bangsa. Jakarta, 2010.[2] Kemendikbud.Materi Pelatihan Guru: Implementasi Kurikulum 2013, 2013.[3] Nuhadi. Pendekatan Kontekstual. Jakarta: Dirjen Dikdasmen, 2002.[4] Suwangsih, Erna. Pendekatan Pembelajaran Matematika (Bahan Belajar Mandiri). Tersedia pada http:/file.upi.edu/

Direktori/DUAL-MODES/MODEL_PEMBELAJARAN_ MATEMATIKA/BBM4_Dra._Erna_Suwangsih,_M.Pd.pdf ., 2013.[5] Suherman, Erman. Strategi Pembelajaran Matematika Kontemporer.Bandung: Universitas Pendidikan Indonesia, 2003.[6] Ibrahim, Muslimin. Pembelajaran Kooperatif. Malang: UNESA-UNIVERSITY Press, 2000[7] Jaelani, Abdulloh. Building Character Education In Learning Mathematic.Proceeding International Seminar and The Fourth

. ISBN:978-979-16353-7-0.Universitas Negeri Yogyakarta, 2011.[8] As ari, A.R. Membangun Karakter Pebelajar Unggulan Melalui Pembelajaran Matematika. Proceeding International

g the Nation Character throughISBN:978-979-16353-7-0.Universitas Negeri Yogyakarta, 2011.

[9] Thiagarajan, Sivasailam. Dorothy S. Semmel dan Melvyn I. Semmel. Instructional Development for Training Teachers ofExceptional Children. A Source Book. Blomington: University of Minnesota The Central for In novation in Teaching TheHandicapped (CITH), 1974.